The Chronicles of Narnia: The Lion, The Witch, and the Wardrobe
By C.S. Lewis
Anticipation Activities
I. The Lion, the Witch, and the Wardrobe Mind Map Standard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Standard: RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Using a mind map I created on www.mindmeister.com, which displays some major differences between reality and fantasy seen in the novel, the students and I will talk about each point, adding new information and ideas as we go. Through the website, I can add my students through email so they can help collaborate in the creation throughout our time reading a novel. They can add new characters, places, events, anything that applies from the text. I will make sure to show them how to use it while we do the walk through the map. Idea: comprehension, we will address some vocabulary as well. MapLogin: hshockey password: grade5
Assessment: Through mindmeister, I can invite each of my students to collaborate in filling out the chart. I will ask each student to add at least three things they have come up with or found skimming through pages to the mindmap (they will also be able to add things as we read). Mindmeister allows me to look at the history of who posted what. This way, each student will receive the credit they deserve without debated who really posted what. I will be checking they each posted at least three things, if they add pictures, icons, or change the font that is their choice.
II. Vocabulary Standard: RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
There are many vocabulary words in the novel students will not be familiar with. Some are words mainly used in England and some are “Narnian” words. Using this game, the students have the opportunity to become familiar with some of the common, difficult words used before they dive into reading. Even though this is not a complete list of all the words that will need to be defined, it gives students a head start so they do not feel as overwhelmed when they come across all the unknown words of a chapter. They can also enter in their score with a name so I know how they did. It's a very fun way to learn vocabulary and offers a variety of games. This way the students can switch to a new way to review when they get bored. Idea: vocabulary
Assessment: Through this game, the students can post their high scores. I will ask them to play through the games at least four times and write their name on the score. It will be a competition to who can receive the most points which may cause them to continue playing more than four times. It will be a completion grade rather than how many points they scored.
III. Guess Responses to T/F Summary Statements Standard R.L.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
This is a voicethread in which the students will read a short summary of the novel and then guess some True/False statements about the novel. They will do their best to answer the statements based off of what they already may know from prior knowledge and from the cover of the book and from what is given in the summary. At the end of the unit, we would come back to this activity and give the correct answers, telling what chapter of the book the answer is found in or reading a part of the book that states the information. Idea: Step towards comprehension
Assessment: Through this activity, I can see who has posted new information, hear responses, and read students' comments. These things will help me see that they have an idea of what to expect from the novel. I know that not all the students will have heard of the book before, read the book, or seen the movie. This exercise is to hear their reasoning and get a few ideas of what the book is about. I will look to see that every student has commented on each slide and told whether they think each is true/false and some sort of a reason for their answer.
Building Knowledge Activities
I. In Lucy's Shoes Standard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
After reading the novel, students will put themselves in Lucy's shoes and create a storybook on scratch.mit.edu. They will respond to several events of their choice such as finding Narnia, dealing with unbelieving siblings, meeting Aslan, or fighting in the battle. They will need to respond to at least three main events, expressing how they would have felt and why. When the stories are created, classmates can listen to other's responses as well. Doing this activity will have them comprehend what they have read, understand how Lucy felt, and make some connections. Idea: Comprehension, some vocabulary may be included.
(if the link does not work, go to scratch.mit.edu login: hshockey and password: grade5 Go to "mystuff" and "Lucy" will be the only story I have made.)
II. Land Of Narnia Collage Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Standard RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
For this activity, the students will get to use their creative side in small groups. They will create or find pictures of different locations where major events occurred in the novel and explain what happened in a voicethread. By working in the small groups, each team member can leave comments about what happened, if any characters were introduced, any questions they have about the location, etc. Idea: Comprehension, Vocabulary
III. Fakebook- Characters Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Standard: RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Students will have the opportunity to work in large groups, individually select a character (no two may have the same character), and create a "Fakebook" about the character using characteristics, facts, and general information given about the character in the novel. They will then get to share their Fakebooks and things about their character with one another. There's even an option to leave posts to one another on the page. Idea: Comprehension, some vocabulary
Assessment: These three activities will show how well they are able to understand and utilize descriptions of what they have read to complete the activity. I will see if they were able to tell how Lucy felt and accurately describe what happened, identify a location of Narnia and explain what happened there correctly, and finally, identify a character accurately based off of the text. The accuracy and amount of content given is what I will be looking at.
Consolidating Activities
I. Edmund's Temptations Mindmap Standard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Standard: RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
This mindmap is to help the students identify and understand the poor choices of Edmund and the consequences that followed. They can work together in pairs or independently to come up with material from the book. They will identify a poor choice Edmund made, the reason why he made the choice/ what he wanted, and finally what consequence it brought in the end. This will show their understanding of how Edmund's bad choices lead to unfortunate events such as Aslan's death. This is a good moral lesson- to make good decisions or else something awful will result. During class we could start working together to come up with examples, similar to the mindmap below. Idea: Comprehension, vocabulary
Assessment: For each of these mindmeisters, I will be looking for at least two temptations that Edmund dealt with, the reasons why or what he was tempted with, and finally the consequence that came about. It needs to be accurately explained from the novel. I will ask them to include a few pictures or icons to help them remember each part. If they want to add many pictures, icons, and change colors, that is their choice.
II. Religious Connotations- Aslan and Jesus Standard: RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Throughout the reading of the novel, we will make some observations on how the story of Jesus is very similar to what happens with Aslan. After we finish reading, I will ask the students to write do persuasive writing, sharing how the lives of Jesus and Aslan are very similar. I will ask them to include characteristics, qualities, events, and any other similarities. This could help them understand what each man went through for the love of and sake of others by making connections. The reading template given through the link tells the students what to include step by step to create a good persuasive paper. It helps them learn how to argue a view point correctly through a paper, preparing them for middle school papers. Ideas: Comprehension, Vocabulary, Fluency.
Assessment: Since the students are provided a template to work with, I will look for their argument, three main reasons defending this argument, and a conclusion. They will also be graded on syntax. The story will need to be typed out. This assessment will show me their reasoning and understanding
III. Narnia Before and After the Pevensies Standard: RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Many changes occurred from when the children entered Narnia to when they left. Students will create a Venn Diagram identifying differences and any similarities. This will show their understanding of what happened, what changed, and what stayed the same throughout the novel. Ideas: Comprehension, some vocabulary
Assessment: I will look for correct spelling and a total of ten points written (doesn't matter which side has the most). This will show me their understanding of the book and how observant they are.
The Chronicles of Narnia: The Lion, The Witch, and the Wardrobe
By C.S. Lewis
Anticipation Activities
I. The Lion, the Witch, and the Wardrobe Mind MapStandard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Standard: RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Using a mind map I created on www.mindmeister.com, which displays some major differences between reality and fantasy seen in the novel, the students and I will talk about each point, adding new information and ideas as we go. Through the website, I can add my students through email so they can help collaborate in the creation throughout our time reading a novel. They can add new characters, places, events, anything that applies from the text. I will make sure to show them how to use it while we do the walk through the map.
Idea: comprehension, we will address some vocabulary as well.
Map Login: hshockey password: grade5
Assessment: Through mindmeister, I can invite each of my students to collaborate in filling out the chart. I will ask each student to add at least three things they have come up with or found skimming through pages to the mindmap (they will also be able to add things as we read). Mindmeister allows me to look at the history of who posted what. This way, each student will receive the credit they deserve without debated who really posted what. I will be checking they each posted at least three things, if they add pictures, icons, or change the font that is their choice.
II. Vocabulary
Standard: RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
There are many vocabulary words in the novel students will not be familiar with. Some are words mainly used in England and some are “Narnian” words. Using this game, the students have the opportunity to become familiar with some of the common, difficult words used before they dive into reading. Even though this is not a complete list of all the words that will need to be defined, it gives students a head start so they do not feel as overwhelmed when they come across all the unknown words of a chapter. They can also enter in their score with a name so I know how they did. It's a very fun way to learn vocabulary and offers a variety of games. This way the students can switch to a new way to review when they get bored.
Idea: vocabulary
Click here for larger version
Game
Assessment: Through this game, the students can post their high scores. I will ask them to play through the games at least four times and write their name on the score. It will be a competition to who can receive the most points which may cause them to continue playing more than four times. It will be a completion grade rather than how many points they scored.
III. Guess Responses to T/F Summary Statements
Standard R.L.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
This is a voicethread in which the students will read a short summary of the novel and then guess some True/False statements about the novel. They will do their best to answer the statements based off of what they already may know from prior knowledge and from the cover of the book and from what is given in the summary. At the end of the unit, we would come back to this activity and give the correct answers, telling what chapter of the book the answer is found in or reading a part of the book that states the information.
Idea: Step towards comprehension
Assessment: Through this activity, I can see who has posted new information, hear responses, and read students' comments. These things will help me see that they have an idea of what to expect from the novel. I know that not all the students will have heard of the book before, read the book, or seen the movie. This exercise is to hear their reasoning and get a few ideas of what the book is about. I will look to see that every student has commented on each slide and told whether they think each is true/false and some sort of a reason for their answer.
Building Knowledge Activities
I. In Lucy's ShoesStandard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
After reading the novel, students will put themselves in Lucy's shoes and create a storybook on scratch.mit.edu. They will respond to several events of their choice such as finding Narnia, dealing with unbelieving siblings, meeting Aslan, or fighting in the battle. They will need to respond to at least three main events, expressing how they would have felt and why. When the stories are created, classmates can listen to other's responses as well. Doing this activity will have them comprehend what they have read, understand how Lucy felt, and make some connections.
Idea: Comprehension, some vocabulary may be included.
(if the link does not work, go to scratch.mit.edu login: hshockey and password: grade5 Go to "mystuff" and "Lucy" will be the only story I have made.)
II. Land Of Narnia Collage
Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
For this activity, the students will get to use their creative side in small groups. They will create or find pictures of different locations where major events occurred in the novel and explain what happened in a voicethread. By working in the small groups, each team member can leave comments about what happened, if any characters were introduced, any questions they have about the location, etc. Idea: Comprehension, Vocabulary
III. Fakebook- Characters
Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard: RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Students will have the opportunity to work in large groups, individually select a character (no two may have the same character), and create a "Fakebook" about the character using characteristics, facts, and general information given about the character in the novel. They will then get to share their Fakebooks and things about their character with one another. There's even an option to leave posts to one another on the page.
Idea: Comprehension, some vocabulary
Peter Pevensie Fakebook if it requires a password, it's grade5.
Assessment: These three activities will show how well they are able to understand and utilize descriptions of what they have read to complete the activity. I will see if they were able to tell how Lucy felt and accurately describe what happened, identify a location of Narnia and explain what happened there correctly, and finally, identify a character accurately based off of the text. The accuracy and amount of content given is what I will be looking at.
Consolidating Activities
I. Edmund's Temptations Mindmap
Standard: RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Standard: RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
This mindmap is to help the students identify and understand the poor choices of Edmund and the consequences that followed. They can work together in pairs or independently to come up with material from the book. They will identify a poor choice Edmund made, the reason why he made the choice/ what he wanted, and finally what consequence it brought in the end. This will show their understanding of how Edmund's bad choices lead to unfortunate events such as Aslan's death. This is a good moral lesson- to make good decisions or else something awful will result. During class we could start working together to come up with examples, similar to the mindmap below.
Idea: Comprehension, vocabulary
Edmund Map login: hshockey password: grade5
Assessment: For each of these mindmeisters, I will be looking for at least two temptations that Edmund dealt with, the reasons why or what he was tempted with, and finally the consequence that came about. It needs to be accurately explained from the novel. I will ask them to include a few pictures or icons to help them remember each part. If they want to add many pictures, icons, and change colors, that is their choice.
II. Religious Connotations- Aslan and Jesus
Standard: RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Throughout the reading of the novel, we will make some observations on how the story of Jesus is very similar to what happens with Aslan. After we finish reading, I will ask the students to write do persuasive writing, sharing how the lives of Jesus and Aslan are very similar. I will ask them to include characteristics, qualities, events, and any other similarities. This could help them understand what each man went through for the love of and sake of others by making connections. The reading template given through the link tells the students what to include step by step to create a good persuasive paper. It helps them learn how to argue a view point correctly through a paper, preparing them for middle school papers.
Ideas: Comprehension, Vocabulary, Fluency.
Persuasive Writing
Assessment: Since the students are provided a template to work with, I will look for their argument, three main reasons defending this argument, and a conclusion. They will also be graded on syntax. The story will need to be typed out. This assessment will show me their reasoning and understanding
III. Narnia Before and After the Pevensies
Standard: RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Standard: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Many changes occurred from when the children entered Narnia to when they left. Students will create a Venn Diagram identifying differences and any similarities. This will show their understanding of what happened, what changed, and what stayed the same throughout the novel.
Ideas: Comprehension, some vocabulary
Click here for larger version
Assessment: I will look for correct spelling and a total of ten points written (doesn't matter which side has the most). This will show me their understanding of the book and how observant they are.